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Showing posts with label letter sorts. Show all posts
Showing posts with label letter sorts. Show all posts

Sunday, April 9, 2017

It's springtime!

So, in the spirit of spring I have been busy renewing this product:


This is the "before" picture.  It has had a facelift & augmentation.(he-he)  


Here's the "after" product:


It now provides materials for 4 centers that can be used in a variety of ways, yielding at least 18 different centers. CCSS alignment has been added.  Here's what is included:

Picture Sorts
• 27 colorful, picture cards
• 5 suggested sorts with sorting headers
• number sequencing
• addition and subtraction within 10
• picture story


M-egging (Making) Words
• 25 alphabet cards in color and black line
• 3 suggested letter sorts with sorting headers
• making words
• recording sheet master


Egg Patterns
• worksheet to color
• describe pattern using letters (A-B-A-C)


Counting Carrots
• 40 colorful cards
• subitizing within 20


• number sequencing
• addition and subtraction within 40
• even / odd sort with sorting headers 
• skip counting
• WAR card game to compare quantities


Labels for your center folder are provided.

If you have downloaded this product in the past, I urge you to download it again for the new and improved version.  (It's free to download anything you already own.)

Related image




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Friday, October 5, 2012

Word Work, the Reading Recovery Way - Pt. 2

It's about time, teachers, for Part 2 of Word Work, the Reading Recovery Way.  If you missed my 1st post, you can read it here.

Let me start with an aside:  In America, we typically work on all of the upper case letters first.  As I understand it, our British friends commence with lower case letters.  I say,  "Well done, Brits," because when you introduce proper nouns, it is much easier to instill the need for capitalizing the first letter.  This is as opposed to us Yankees trying to "unlearn" writing every word with a capital letter.  Just food for thought...

Regardless of the letter case you tackle first, you will eventually reach the time when your student must differentiate between upper and lower case letters.  In a sorting activity, that means you will include both cases of known letters.  


Ask the student to sort by letter first.


When she demonstrates automaticity with this sort, proceed to sorting by 2 characteristics:  letter & case.


Up the ante by adding more letters to the pool.


Again sort by letter first.


Then sort by 2 characteristics again.


Before you start working with actual words, conduct other characteristic sorts.  For example, find all the letters that have humps; letters with sticks; letters that start like c.



Go forth & sort!  Then come back for more Word Work, the Reading Recovery Way.

Be sure you check out my facebook page for the grammar gaffe of the day.

Wednesday, October 3, 2012

Word Work, the Reading Recovery Way

Since completing training as a Reading Recovery™ teacher in 2000, I have been fascinated watching reluctant readers learn how words work. That is, how they can use known words to learn unknown words. In RR we call it "word work," but it is quite different than the "word work" associated with programs like Words Their Way™.


Over the course of my RR and reading intervention teaching, I have sought to find a sequence of skill lessons that would best assist my students in learning to coordinate 2 items of knowledge:


  1. linking sound sequence with letter sequence 
  2. linking letter sequence with sound sequence

That doesn't sound that hard, does it? But with the lowest 20% of first graders, it can be herculean!


In RR, word work is NOT about learning words. Rather, it is about learning how words work. The idea is much like the parable of the fisherman: give a man a fish and you feed him for a day; teach a man to fish and you feed him for life. We all need to teach our students to "fish" in order to ensure lifelong success. Which leads me to the next important point: the child must accomplish as much of the word work task independently as he can handle. Before RR training, I admit that I spoon fed my firsties too often. One of the hardest lessons any teacher learns is to wait. for. the. child. to. respond. 



In RR, teachers are constantly evaluating both the student's work and the teacher's work. To that end, I have come to understand that if the word work done early in the lesson did not go well, then it must be repeated in the same lesson. If the task went well, however, you repeat the task with similar words (or letters). 



Key to the child's success is spending enough time on each task to ensure that he has learned the task. We do a great disservice to our students when we push on without giving them the time to truly learn the foundation skills. Similarly, enough time must be spent on the task to assess the learning. There is a difference between learning the task and actually learning. Confused? Let me give an example: 


Let’s say your student knows the upper case letters L and B. Using the vertical plane white board, you place a pool of magnetic upper case Ls and Bs.


Ask your student to find all the Ls, pushing them quickly into a pile. Repeat with the Bs. Demonstrate the speed you desire, if necessary. Because you are working with known letters, this activity constitutes learning the task. You will repeat this activity with known letters until you are convinced the child understands the task.


Now it’s time to introduce an unknown letter, N. On the white board, you place a pool of 12 - 15 letters - - several of each of the known letters and 3-5 of the new letter.




Instruct the child to find all of the Ls, just as he has done in the past. When that is completed, ask him to find all of the Bs, again forming a pile using the procedure already learned. Finally, direct him to find all of the Ns, showing him an N, if necessary. When he can reliably find the Ns without assistance, he has demonstrated learning. 



Push the child to act quickly, but do not proceed to the next activity until you are sure the child understands the task at hand. An activity of this type should take 3 minutes OR LESS! Remember that 6 year olds have very short attention spans that are enhanced by opportunities to move. That is why, if you have ever witnessed a RR lesson, the child gets up and moves to the vertical plane white board to do this portion of the lesson.

Just  a note to all my OCD friends:  Resist having the child line the letters up in neat rows.  You are seeking instant recognition and speed of reaction; NOT neatness and regimentation!

This is the first post in a series about Word Work, the Reading Recovery™ Way.  Come back soon for the next step.





Thursday, March 29, 2012

Easter/Spring Freebie

It's about time, teachers, ... for Easter.  To celebrate the arrival of spring and the Easter bunny, I'm filling your basket with Easter/Spring Patterns & Sorts.  



This unit is best suited for Pre-K -- 2nd grade.  However, the letter cards can be used as a fluency exercise for older students.  Challenge them to make as many words as they can using the letters in Happy Easter, Happy Spring, April and/or egg.  A recording sheet for this is included.




The letter cards could also be used by pre-readers to do letter sorts; sorting by color, upper case/lower case, short/tall letters, and vowels/consonants.

Easter/Spring Patterns & Sorts includes a printable page that combines color word review with identifying patterns.



There are 18 color picture cards that can provide patterning practice and/or sorting practice.








You can find this FREEBIE unit at either my TpT Store or in my TN Shop.  So hop on over and scoop it into your basket.